215 Columbia StreetWakefield, Rhode Island 02879401-360-1000Fax 401-360-1464
"South Kingstown High School is proud to be a safe and respectful community of learners that recognizes and encourages the talents and potential of every student. We are committed to a rigorous curriculum that fosters and develops identified academic, civic and social skills. The 21st century Rebel is an independent, critical thinker who effectively participates in our diverse community..." By: Cassie Audette INTRODUCTION:
South Kingstown highlighted in yellow
South Kingstown High School (SKHS) is located in the small village of Wakefield in South Kingstown, Rhode Island. Located in the center of town, the high school is close to downtown, beaches, parks, libraries, bowling and the University of Rhode Island. South Kingstown High School, a public school, for grades 9-12, shows tremendous school spirit at a variety of school events, with students wearing their school colors, blue and white. The school also takes great pride in their outstanding academics and shows academic improvement among the student body. As of April 2012, there were 1060 students enrolled; 9th grade- 258 students, 10th grade- 255 students, 11th grade- 271 students and 12th grade- 271 students. There are 107 classroom teachers with a 1:9 teacher to student ratio (Profile). The following context statement will provide information on the high school, the town and school district, as well as a comparison to other state schools and districts (Barrington and Central Falls) for those individuals interested in South Kingstown school district and high schools demographics.
COMMUNITY BACKGROUND: To begin, we need a better understanding of the town of South Kingstown (SK). By looking at the race and ethnicity make up, economic factors and special education needs we will learn more about the town itself and some of the under lying factors that impact student achievement. South Kingstown is a rural town located in the southern part of Rhode Island. The town is divided into many smaller areas, or villages, that have created a "small town" community. South Kingstown has many beautiful farm lands and beaches, parks and entertainment for all to enjoy.
Coastal view in South Kingstown
According to the 2010 census, SK has a population of 30,639, 5,461 of which are children (Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island). With such a large population it comes as no surprise that South Kingstown has a very diverse community. Although the majority of residents are white, there is a fair number of African Americans, Asians and Hispanics that reside here. There is a sizable population of American Indians, given the towns history (Race and Hispanic or Latino Origin: 2006- 2010 Census Summary File 1).American Indian tribes were some of the first people to live along Rhode Island's coastal areas. It is clear that this community is one of great diversity. These different racial and ethnic groups effect the overall well being of a child, including economic well being, health, safety and education. Black and Hispanic children are more likely to live in areas that are in need of the proper resources for them to grow up healthy and successful. Although there is a diverse community, the English language learner for 2011 was only 1% compared to Rhode Islands 6% (Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island).
South Kingstown as a whole, compared to the rest of the state is living well above poverty level. The median household income for South Kingstown is $71,192, which is significantly above the states median of $54,902 (Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates). Although the average income in this town is higher than that of the states, there are still several families that are living below poverty level. In South Kingstown 3.9% of family are living below poverty level. Even though this number is less than Rhode Islands 8.4% of families living below poverty level, the level of poverty plays a role in the overall student achievement in this community (Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates). Children in poverty, especially those who experience poverty in early childhood and for extended periods of time, are more likely to have health and behavioral problems and experience difficulty in school.
As we take a close look at the community of South Kingstown, we are able to see that there are several factors that have the potential to effect the overall success of the students, South Kingstown High School and the South Kingstown school district.
DISTRICT SUMMARY: Now that we have a better understanding of the community make up, we can take a closer look at the district. To gain a better understanding of the South Kingstown school district, it will be compared to the state of Rhode Island, Barrington school district (highest achieving) and Central Falls school district (lowest achieving). We are using these two districts because they represent the highest and lowest ends of the student achievement spectrum. This comparison will give us a better understanding of how well the SK district is doing in comparison R.I. and other districts. The NECAP (New England Common Assessment Program) scores, student to teacher ratio and overall attendance rate will be compared.
The NECAP is given annually to grades 3 through 8 and 11. This assessment test students on their proficiency in math, reading, writing and science. The South Kingstown school district has proven to show proficiency in all areas of the test. Overall, for the 2011- 2012 school year, South Kingstown has shown to have higher proficiency than the state average, just about the same with Barrington school district and vastly higher than Central Falls school district (Rhode Island Education Data Reporting). These above average scores show that students in the SK district are receiving the proper education.
South Kingstown, comparativelyhas a good student to teacher ratio, 1:10. The state ratio is 1:11, Barrington has a ratio of 1:12 and Central Falls has a ratio of 1:10 (Rhode Island Education Data Reporting). With a below average student to teacher ratio, students within the South Kingstown school district have a more one on one learning experience with their teachers.
Another important statistic to look at is attendance rate and chronic absenteeism. The graph shows that South Kingstown is just about average in their attendance rate, however, the district has a slightly high chronic absenteeism rate of 13%, which is lower than the states 18% and Central Falls which is at 32%, but it is also much higher than Barrington which has a chronic absenteeism rate of 5% (Rhode Island Education Data Reporting). The overall attendance of the students will end up effecting the overall graduation rate.
SCHOOL ANALYSIS: South Kingstown High School appears to be performing above state levels. Taking another look at the NECAP scores specifically for 11th grade, it is clear that students are performing well above Central Falls High School and the state averages and just slightly below Barrington High School in all sections. This above average performance is also evident in the SAT scores. For the 2010- 2011 school year, SKHS scored higher than the state average in all sections by about 50 points and well above Central Falls High School in all sections by about 150 points. South Kingstown High School is only below Barrinton High School by about 20 points for each section (Rhode Island Education Data Reporting). These scores suggest that South Kingstown High School has an average to above average curriculum for all of the tested subjects.
Another way to gain a sense of the academic achievement of a school is by their graduation rate. In 2011, 77.2% of students graduated in the state of Rhode Island. Barrington had a 96.6% graduation rate and Central Falls had a 70.3% graduation rate. South Kingstown falls in the middle of Barrington and Central Falls, just slightly over the state graduation rate with a 83.5% graduation rate in 2011 (Rhode Island Education Data Reporting). This high graduation rate suggests that students at South Kingstown High School are encouraged to succeed and perform well in order to graduate. Of the remaining students, 9.6% dropped out, 1.9% went on to receive their GED and 5% still remain in school (Rhode Island Education Data Reporting). These numbers are just about inline with Central Falls High School, but still remain below the states average.
CONCLUSION: In almost every aspect explored in this context statement, it is clear that South Kingstown High School is a high performing school. The school has shown to be above all state averages and just about even with one of the highest performing schools in the state. Continual dedication to academic success from teachers and students will improve the academic achievement of the high school and the district. South Kingstown High School has shown that it is "proud to be a safe and respectful community of learners that recognizes and encourages the talents and potential of every student. We are committed to a rigorous curriculum that fosters and develops identified academic, civic and social skills" to make students well rounded individuals. It is clear that South Kingstown is meeting and exceeding academic achievement standards set by the country and state, and this is important for anyone looking for a good school to attend or send children to. Here, in South Kingstown, you can enjoy the beautiful and diverse community while receiving a quality education.
Students dress up for Sadies
Students in french class
2009 graduation ceremony
Student on a field trip to the Newport mansions
REFERENCES: Profile. (n.d.). Retrieved October 20, 2012, from South Kingstown High School website: http://hs.skschools.net/Profile Race and Hispanic or Latino Origin: 2006- 2010 Census Summary File 1. (n.d.). Retrieved October 20, 2012, from the United States Census Bureau website: http://www.census.gov Rhode Island Education Data Reporting. (n.d.). Retrieved October 20, 2012, from InfoWorks! website: http://infoworks.ride.ri.gov/ Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island. (n.d.0. Retrieved October 20, 2012, from Rhode Island Kids Count website: http://www.rikidscount.org/matriarch/default.asp Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates. (n.d.). Retrieved October 20, 2012, from United States Census Bureau website: http://www.census.gov Peer Evaluation / Feedback for EDC 102 Context Statement Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Peer Evaluation / Feedback for EDC 102 Context Statement Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Peer Evaluation / Feedback for EDC 102 Context Statement Author: (Person who wrote report.) Editor: (Person evaluating report.) Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
Constructive comments about report's introduction:
Organization = REPLACEWITHSCORE / 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = REPLACEWITHSCORE / 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = REPLACEWITHSCORE / 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = REPLACEWITHSCORE / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = REPLACEWITHSCORE /10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
"South Kingstown High School is proud to be a safe and respectful community of learners that recognizes and encourages the talents and potential of every student. We are committed to a rigorous curriculum that fosters and develops identified academic, civic and social skills. The 21st century Rebel is an independent, critical thinker who effectively participates in our diverse community..."
By: Cassie Audette
INTRODUCTION:
COMMUNITY BACKGROUND:
To begin, we need a better understanding of the town of South Kingstown (SK). By looking at the race and ethnicity make up, economic factors and special education needs we will learn more about the town itself and some of the under lying factors that impact student achievement. South Kingstown is a rural town located in the southern part of Rhode Island. The town is divided into many smaller areas, or villages, that have created a "small town" community. South Kingstown has many beautiful farm lands and beaches, parks and entertainment for all to enjoy.
According to the 2010 census, SK has a population of 30,639, 5,461 of which are children (Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island). With such a large population it comes as no surprise that South Kingstown has a very diverse community. Although the majority of residents are white, there is a fair number of African Americans, Asians and Hispanics that reside here. There is a sizable population of American Indians, given the towns history (Race and Hispanic or Latino Origin: 2006- 2010 Census Summary File 1).American Indian tribes were some of the first people to live along Rhode Island's coastal areas. It is clear that this community is one of great diversity. These different racial and ethnic groups effect the overall well being of a child, including economic well being, health, safety and education. Black and Hispanic children are more likely to live in areas that are in need of the proper resources for them to grow up healthy and successful. Although there is a diverse community, the English language learner for 2011 was only 1% compared to Rhode Islands 6% (Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island).
South Kingstown as a whole, compared to the rest of the state is living well above poverty level. The median household income for South Kingstown is $71,192, which is significantly above the states median of $54,902 (Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates). Although the average income in this town is higher than that of the states, there are still several families that are living below poverty level. In South Kingstown 3.9% of family are living below poverty level. Even though this number is less than Rhode Islands 8.4% of families living below poverty level, the level of poverty plays a role in the overall student achievement in this community (Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates). Children in poverty, especially those who experience poverty in early childhood and for extended periods of time, are more likely to have health and behavioral problems and experience difficulty in school.
As we take a close look at the community of South Kingstown, we are able to see that there are several factors that have the potential to effect the overall success of the students, South Kingstown High School and the South Kingstown school district.
DISTRICT SUMMARY:
Now that we have a better understanding of the community make up, we can take a closer look at the district. To gain a better understanding of the South Kingstown school district, it will be compared to the state of Rhode Island, Barrington school district (highest achieving) and Central Falls school district (lowest achieving). We are using these two districts because they represent the highest and lowest ends of the student achievement spectrum. This comparison will give us a better understanding of how well the SK district is doing in comparison R.I. and other districts. The NECAP (New England Common Assessment Program) scores, student to teacher ratio and overall attendance rate will be compared.
The NECAP is given annually to grades 3 through 8 and 11. This assessment test students on their proficiency in math, reading, writing and science. The South Kingstown school district has proven to show proficiency in all areas of the test. Overall, for the 2011- 2012 school year, South Kingstown has shown to have higher proficiency than the state average, just about the same with Barrington school district and vastly higher than Central Falls school district (Rhode Island Education Data Reporting). These above average scores show that students in the SK district are receiving the proper education.
Another important statistic to look at is attendance rate and chronic absenteeism. The graph shows that South Kingstown is just about average in their attendance rate, however, the district has a slightly high chronic absenteeism rate of 13%, which is lower than the states 18% and Central Falls which is at 32%, but it is also much higher than Barrington which has a chronic absenteeism rate of 5% (Rhode Island Education Data Reporting). The overall attendance of the students will end up effecting the overall graduation rate.
SCHOOL ANALYSIS:
South Kingstown High School appears to be performing above state levels. Taking another look at the NECAP scores specifically for 11th grade, it is clear that students are performing well above Central Falls High School and the state averages and just slightly below Barrington High School in all sections. This above average performance is also evident in the SAT scores. For the 2010- 2011 school year, SKHS scored higher than the state average in all sections by about 50 points and well above Central Falls High School in all sections by about 150 points. South Kingstown High School is only below Barrinton High School by about 20 points for each section (Rhode Island Education Data Reporting). These scores suggest that South Kingstown High School has an average to above average curriculum for all of the tested subjects.
Another way to gain a sense of the academic achievement of a school is by their graduation rate. In 2011, 77.2% of students graduated in the state of Rhode Island. Barrington had a 96.6% graduation rate and Central Falls had a 70.3% graduation rate. South Kingstown falls in the middle of Barrington and Central Falls, just slightly over the state graduation rate with a 83.5% graduation rate in 2011 (Rhode Island Education Data Reporting). This high graduation rate suggests that students at South Kingstown High School are encouraged to succeed and perform well in order to graduate. Of the remaining students, 9.6% dropped out, 1.9% went on to receive their GED and 5% still remain in school (Rhode Island Education Data Reporting). These numbers are just about inline with Central Falls High School, but still remain below the states average.
CONCLUSION:
In almost every aspect explored in this context statement, it is clear that South Kingstown High School is a high performing school. The school has shown to be above all state averages and just about even with one of the highest performing schools in the state. Continual dedication to academic success from teachers and students will improve the academic achievement of the high school and the district. South Kingstown High School has shown that it is "proud to be a safe and respectful community of learners that recognizes and encourages the talents and potential of every student. We are committed to a rigorous curriculum that fosters and develops identified academic, civic and social skills" to make students well rounded individuals. It is clear that South Kingstown is meeting and exceeding academic achievement standards set by the country and state, and this is important for anyone looking for a good school to attend or send children to. Here, in South Kingstown, you can enjoy the beautiful and diverse community while receiving a quality education.
REFERENCES:
Profile. (n.d.). Retrieved October 20, 2012, from South Kingstown High School website: http://hs.skschools.net/Profile
Race and Hispanic or Latino Origin: 2006- 2010 Census Summary File 1. (n.d.). Retrieved October 20, 2012, from the United States Census Bureau website: http://www.census.gov
Rhode Island Education Data Reporting. (n.d.). Retrieved October 20, 2012, from InfoWorks! website: http://infoworks.ride.ri.gov/
Rhode Island Kids Count 2012 Factbook Profile of South Kingstown, Rhode Island. (n.d.0. Retrieved October 20, 2012, from Rhode Island Kids Count website: http://www.rikidscount.org/matriarch/default.asp
Selected Economic Characteristics 2006-2010 American Community Survey 5-Year Estimates. (n.d.). Retrieved October 20, 2012, from United States Census Bureau website: http://www.census.gov
Peer Evaluation / Feedback for EDC 102 Context Statement
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Peer Evaluation / Feedback for EDC 102 Context Statement
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.
Peer Evaluation / Feedback for EDC 102 Context Statement
Author: (Person who wrote report.)
Editor: (Person evaluating report.)
Total Score for this Evaluation: _/35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Rubric
Introduction = REPLACEWITHSCORE/ 5 pts.
Organization = REPLACEWITHSCORE / 5 pts.
Mechanics = REPLACEWITHSCORE / 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = REPLACEWITHSCORE / 5 pts.
Creativity = REPLACEWITHSCORE / 5 pts.
Thoroughness = REPLACEWITHSCORE /10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.